What skills are meant by Life Skills? The tools to develop them in school and the benefits for the classes

How to teach classes that seem impossible at first glance, where dialog between classmates and between students and teachers is it non-existent? How perform their work as teachers in difficult and unfavorable learning environments? (GO TO COURSE)

These are the most frequently asked questions, ie teachers they arise, especially when they have to manage “difficult” classes, as any implemented strategy seems useless. Unfortunately, cases of low commitment to study, demotivation, bullying, cyberbullying, impulsive behavior, poor management of anxiety, anger, frustration, conflicting relationships with families are not uncommon.

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A very responsible commitment for the school is to contribute to harmonious and integrated development of the person in developmental age and for the development of skills not directly linked to disciplinary knowledge but also acquired through them, such as flexibility, resilience, the ability to interact positively, the ability to solve problems, the ability to support one’s own point of view with knowledge of the cause. . That teachers they take responsibility for all this and are well aware of its weight and fatigue.

How to support them? How to support them in dealing with “difficult” classes or students? What suggestions can be made to promote an always positive relationship with parents? What indications should I recommend teachers to help students to focus their life project and carry it out with commitment and determination?

One suggestion could be to do acquire to the students skills that guide them toward positive and adaptive behaviorswhich enables them to effectively meet the challenges of everyday life, deal with anxiety and defeat, to be able to achieve their goals, to face difficulties, to acquire life skills, skills that can be used throughout life.

The World Health Organization (WHO) believes that the core of the Life skills consists of ten essential skills: self-awareness, emotion management, stress management, effective communication, effective relationships, empathy, creative thinking, critical thinking, decision making, problem solving.

Possession of these skills it helps to enable the person to translate knowledge into concrete skills, to understand with sufficient clarity what to do and how to do it, to choose a healthy lifestyle in a conscious way.

That Bill on the introduction of the development of non-cognitive skills in the course of educational institutions approved on 11 January 2022 by the Chamber of Deputies goes in exactly this direction. In the first article, it specifies its purpose, which is to promote the culture of competence, to integrate disciplinary knowledge and related basic skills and to improve educational success in order to prevent functional illiteracy, educational poverty and school dropout.

That Life skillsin fact, they contribute to self-confidence and self-esteem, fundamental aspects of each of us, and help us to positively place ourselves in the context in which we live, in the family, in the group, in society.

The bill provides for a three-year trial, which starts next September 2022, among other things with the aim of identifying innovative training courses, characterized by teaching methods that favor students’ motivational recovery, with the specific purpose of contrasting school dropout.

The purpose of the training course is to implement teachers’ professional competencies in an area that is still little explored, to support teachers in the management of classes or “difficult” students, to support teachers in dealing with the most common and frequent needs of students and to propose proposals to promote an always positive and proactive relationship with the parents.

The course

On these topics the course Life skills: non-cognitive skills in school, scheduled for July 1, curated by Anna Maria Di Falco.

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